Abstract
Background: ADHD is frequently associated with an impact in the field of education since 30% of ADHD children are in school failure. Although the French recommendations and international recommended the establishment of educational development in class in the management of ADHD, this educational development are rarely used and few study measured the effects on the evolution of ADHD. Objective: The main objective of this study is to measure the effectiveness of CBT tools and the impact of teachertraining has this tools on the severity of ADHD symptoms (ADHD-RS scale score). The secondary objectives are to reduce anxiety and depression symptoms of ADHD children, improve self-esteem of the children and improve the neurocognitive skills. Method: 34 children included between 6 and 11 years present an ADD/ADHD and/or severe learning disabilities with educational impact (educational assessment and dropout questionnaire school). The experimental group is composed of 17 ADHD children, in a specialized school, where teachers have received training on tools TCC. The control group is composed of 17 children with ADHD, matched to the experimental group in terms of age, sex, severity of the disorder and its comorbidities. These ADHD children are educated in a mainstream school with the usual recommendations in terms of educational development (given by the HAS). Results: Our results find a difference not significant on the score of ADHD-RS and on the score self-esteem Rosenberg scale but show a significant decrease of phobic anxiety and depressive symptoms and on the neurocognitive test among school children in the school whose teachers have benefited from the training. Discussion: Our study highlights significant and positive effects of these methods on the comorbidities associated with ADHD disorder (anxiodepressive disorder and selfesteem).
Highlights
Attention Deficit Hyperactivity Disorder (ADHD) is a neurological and developmental disorder [1] its frequency in the general population is about 5%, which is approximately one child by class [2]
ADHD is a neurological and developmental disorder [1] its frequency in the general population is about 5%, which is approximately one child by class [2]. This disorder is frequently associated with an impact in the field of education [3] since 30% of ADHD children are in school failure [4]
For the main objective The intergroup comparison made with a T-test highlights a difference not significant: t = 0.153, df = 16, p = 0.88
Summary
ADHD is a neurological and developmental disorder [1] its frequency in the general population is about 5%, which is approximately one child by class [2] This disorder is frequently associated with an impact in the field of education [3] since 30% of ADHD children are in school failure [4]. A meta-analysis of George et al [6] studies that They studied the effects of school-based interventions for ADHD students, in examining 60 studies. In each study have observed different design: between-subject group, within-subject group and single-subject design They conclude than the result is positive and significant for within-subject. © Copyright iMedPub | This article is available from: http://pediatrics.imedpub.com/archive.php
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